Download Stage 4 Check 11 – Answers - Tranmere Park Primary School

Stage 4
‘Grammar Hammer’
1. (W4:1, Sp 4:3) Prefixes can be added to root words to change
their meaning ( ie appear-disappear)
sub
anti
Skill Check 11
2. (W4:1, Sp 4:18) .Suffixes can be added to verbs to form a noun
(ie count – counter) and to change the tense ( ie walk-walkedwalking)
pre
train
ing
er
3-4. (W4:2) Homophones are words that sound the same but have different meanings and different spellings.
They played on the sea ( sure / shore ).
He slipped off the bottom ( stare / stair ).
5-6.(W4:1,3. Sp 4:11) In some words, ‘ch’ is used to make the ‘k’ sound (choir, echo) There are not many of these words.
scool
skool
school
ecko
echo
eko
7-8. (W4:4) To put in alphabetical order you may need to use the first, second or third letter of the word.
frame
3
fright
4
flinch
2
face
1
9. (W4:9, 14) Learning synonyms for simple words helps build a varied vocabulary to make your writing far more interesting.
angry
displeased
annoyed
tired
cross
10-11. (W4:17, 19) A determiner modifies the noun (a cat, some dogs). A preposition usually goes in front of a noun and describes the
position of something or the time or the way something happened ( under the car, on Sunday, by train.)
A beautiful butterfly landed on the green leaf.
12-13. (W4:17) A wider range of connectives is essential in order to vary sentence structure for effect and make your writing far more
interesting.
including
furthermore
therefore
so that
out of nowhere
14-15. (W4:18) Pronouns stand for or refer to nouns that have already been mentioned thereby avoiding repetition in writing.
( Molly / She ) climbed into bed, ( she / Molly ) picked up (Molly’s / her) book and started
reading.
16-17. (W4:19) Fronted adverbials are adverbs (words, phrases or clauses) that start a sentence and describe the verb in the sentence.
They tell us more about when, how or where the action happened. They help structure texts, linking sentences and events between
paragraphs.
Finally,
All of a sudden,
After all,
Fortunately,
18 -19. (W4:14,20) Past progressive form (was/were + verb+’ing’). Present perfect form ( have/has +the past participle of the verb)
Perfect modal form ( modal verb + have + past participle of the verb) NB modal verbs are a Stage 5 expectation.
It had ( began / begun ) to rain.
His trousers ( tore / torn ) at the seam.
20-21. (W4:17,21) A comma is used after a fronted adverbial. It is also used to separate items in a list. It is not used before the last item
which has ‘and’ in front of it. It tells the reader to pause, but not for as long as a full stop.
Panting for breath, the tired dog lay down in the shade.
22-23. (W4:22. Sp 4:15, 4:16) Apostrophes mark possession. To show possession with a singular noun, add an apostrophe before the letter
s (e.g. the girl’s name). To show plural possession with regular nouns add an apostrophe after the letter s (e.g. those girls’ names).
The dogs’ tails were wagging.
The dog’s tail was wagging.
24-25. (W4:23) Inverted commas (speech marks “.”) are used to show the actual words spoken by a character. They are used at the
beginning and end of the actual words spoken. Note the position of the question mark and comma.
“Look at that!” exclaimed Tim.
“What is it?” asked Rory.